The Recognition: The Politics of Human Exchange program exemplifies the award-winning educational opportunities available at Evergreen. The overall structure and function of this program is exceptional. The availability of individualized self-directed learning experiences, terrific support facilities, and outstanding faculty involvement, are why I chose Evergreen, rather than the many Colleges and Universities closer to my home in Marysville. I gladly drive for 2 hours each way, to receive this quality of education!
I cannot thank Gary Peterson, Raul Nakasone, and David Rutledge enough for their outstanding work this year! It is their commitment to the goals of this program, and to the education of their students that maintains the exceptional quality of this program.
Many of the students in the program this year are graduating and going on to graduate school. Many of us (myself for sure) would never have chosen to go on if it were not for the advise, encouragement and direct involvement of our instructors!
This program is part of an ongoing 20-year plan. It is extremely well thought out and I feel it is well structured to bring out the very best in each student.
        Their ability to organize such a wide variety of students, each with their own educational goals into a functioning community of learners is simply amazing. They utilize a list server on campus, a website, a suggested reading list, group discussions (primarily student led), instructor led lectures, guest speakers and constant personal contact via email and in person to weave this magic.
    They lead us gently but effectively to find, recognize and assimilate the important concepts of what we had chosen to study.
    Our learning community, this year, was composed of a very wide range of students. Some just out of high school, some in the middle of their lives, and others, such as myself, who have been around a lot longer. We had a very wide range of educational goals for our experiences in this program. We had students who were studying teaching, physics, Native American studies, microbiology, Spanish, psychology, and many many more. Our needs were addressed, with encouragement, enthusiasm, guidance, fairness and at a level that would most benefit us, in our individual journeys. They challenged us again and again to widen our experiences, refine our goals, and increase our efforts and to form community. They guided our discussions with extreme tact and subtlety. They entered into our discussions in the stance of  “co-learners” but their effect was to guide our discussions with provocative questions and ideas. They were always guiding us but with a gentle enticement rather than a heavy hand.
    This is quite a team of instructors! Evergreen and its students are fortunate to have them. They work together like a well-oiled machine. They consistently gave authority to the students to direct their own learning, while acting as the facilitators of that learning. They expressed their viewpoints in our discussions as simply their viewpoints and encouraged us to express ours. This created an atmosphere of tolerance and exploration that added greatly to our experience.
    They are all extremely well educated and highly polished in the craft of teaching. Their skill, as instructors, is to be commended. I wish more of the instructors at Evergreen had their level of commitment, expertise, involvement and attitude.

Patricia Parsons


In one of many e-mail correspondences with Raul, he once wrote:  "I am glad you are witnessing an important change at schooling, what we used to think was play at childrens' age, is really active learning. At that age and, really at any other age, we humans learn more by doing activities than by being taught. Our brain is an organ for learning not so much a storage for information. That is the main reason David, Gary, Yvonne and I have these kind of programs like Recognition."   This statement made me feel happy knowing that I was successfully accomplishing the goal that this class was designed for.  Having these three teachers and participating in the Recognition program for the past three quarters has been a great experience for me.  I hope that in the future this program is offered and that other students get the chance to explore the many different opportunities of learning as I did with these teachers.  It has truly been a great experience.

Stephanie Howard

Program/Faculty Evaluation

Recognition: The Politics of Human Exchange is an excellent class to take.  This course promotes student learning through interaction with one another.  Some students thrive on group interaction and others prefer to work more independently.  One thing that I really liked about this class was the expectation that each student would present their project in front of the class.  I enjoy hearing from everyone and students have control over their own presentation style, length, and format.

Even though students chose diverse project topics, we were able to collaborate with one another during class time and through Web Crossing.  Web Crossing is an internet site which is an integral part of the class.  This site enables classmates to interact with one another while away from class.  This site helps students who missed class catch-up and also lets student’s carry-on their conversation out of class.  Some students who are quiet are able to voice their opinion on Web Crossing.  It is nice to have a variety of media to appeal to everyone’s unique style.

This class is flexible enough for each student to learn what ever they want.  This course really allows each one of us to have a hands-on learning experience of our own choosing.  The Recognition class time, gives us the opportunity to network with other classmates. Our peers are our community and we all give each other respect.  It is exciting to hear about others’ topics and learn from their research. 

Recognition is different from other courses here at Evergreen.  This class is shared by three facilitators: Raul Nakasone, David Rutledge, and Gary Peterson.  All three take the time to get to know their students.  The facilitators are flexible and willing to work around individual schedules to fit individual student needs.  If students aren’t able to attend class during the week, they may attend a Saturday class.  The facilitators also keep in touch with students through Web Crossing.  These three facilitators are dedicated to their job of teaching and helping their students learn.  They have helped open the eyes of the students to realize that learning can be fun and to go seek your passion.  The facilitators also push for all students to interact and get to know the community.

These three aren’t your normal everyday teachers.  They don’t take out a red pen and mark all over your papers.  They use a different method of teaching.  Students are able to direct the discussion and learn from each other.  The free-form of this course really causes one to decide how they wish to spend their time.  Life is all about choices and we have to live with the choices we make.  Some students really apply themselves and walk away with a wonderful learning experience.  Others choose a more laid back approach and some will probably regret that decision later in life.

May 24, 2004

       "Every lesson is the first lesson.  Every time we dance, we do
it for the first time.  It does not mean we forget what we already know.  It means that what we are doing is always new, because we are always doing it for the first time." - Al Chung Liang Huang The Dancing Wu Li Masters By Gary Zukav
        "Whatever he does, he does with the enthusiasm of doing it for the first time.  This is the source of his unlimited energy.  Every lesson that he teaches (or learns) is a first lesson. Every dance he dances, he dances for the first time.  It is always new, personal, and alive." - Gary Zukav The Dancing Wu Li Masters 

To learn about liberation, and libratory education a student must learn
about oppression.  To challenge what is socially expectable education at the same time providing a learning environment saturated with substance and opportunity, to trust and support students, and to believe one hundred percent in what students are doing is what it means to be a
faculty member in a student centered program.   The flexibility to swiftly coordinate subject-to-subject, theory to praxis and practice is what it means to be a faculty member in a student centered program.  The genuineness to always start with the first lesson, to courageously identify with students as equals and to allow the dialogical curriculum of the students to emerge naturally without force, is what it means to be a faculty member in a student centered program. 

Our faculty team Yvonne, Gary, David and Raul quickly deconstructed the student teacher dichotomy from the first day of class with an authenticity that maintained consistent throughout the entire year. They boldly commit themselves to student centered learning with truly liberating pedagogy.  They make intellectual invitations to their students to exercise their higher level
thinking skills.  They have made a point of not getting in the way of students learning but finding a way to coordinate their knowledge and wisdom in a compassionate way withthe emerging curriculum of the students.  They regularly stay after class to speak with students, and always listen attentively to students so that they can support them with whatever they are doing.  They are very active in creating a learning community that is rich in knowledge and is based upon freedom, the process of liberation, history, cultural pedagogy, and praxis; the action of reflection.  
By creating the bridge program our faculty team created the  most successful Native American studies program.  The bridge program connected History: A Celebration of Place with the Reservation Based Community Determined program creating cultural and educational opportunities unique only to Evergreen.  Students were given to opportunity to critically think about previous educational agendas, and to go beyond learning about cultures, to learn from and with cultures other then their own.  
Students of Recognition become masters of their own thinking.  They learn the value of curriculum development, and instruction.  Students become administrators of their own education while being immersed in an environment rich in culture, direction, and opportunities. 
Our faculty team is commited to student centered learning.  Their abundance of knowledge greatly enriches the learning enviroment.  They empower students and give them the opportunity to take their education beyond modern conventions.  They are truly a great asset to The Evergreen  State College.

From: Paul Przybylowicz []
Sent: Monday, May 03, 2004 2:30 PM
To: All Faculty

Subject: Liberal Education

Dear colleagues,

I recently came across this article which I thought others might enjoy reading. It’s both an attachment and within the email
Paul Przybylowicz
Lab II, rm 3271
The Evergreen State College
Olympia, WA   98505             "Think critically, America needs the help!"

- The text of the article is below - From the issue dated 9/12/2003

A Liberal Education Is Not a Luxury


A couple of years ago, in one of the "idea of the university" seminars that I regularly direct for professional staff members, I spoke with a recruiter from the admissions office who enthusiastically agreed with everything I had to say about the aims and practices of liberal education but who reported that she hardly mentioned the nature of liberal education in her standard pitch to prospective students and their parents. When I asked why not, she hemmed and hawed and then blurted out: "If we had the luxury of really explaining liberal education to prospective students the way you are explaining it to us, we'd do it -- but we just don't have that luxury. What our students want to hear about is not liberal education, but jobs!"

As we sat there a moment, silently, the line that Emperor Joseph II repeats in the movie Amadeus kept running through my head: "Well, there it is." So helping students get jobs is a necessity, but helping them get a liberal education is a luxury? If that is the case, I thought, then there's not much difference between liberal education and sports teams, exercise centers, campus movies, and ice cream in the cafeteria, is there? Are we willing to live with that trivialization of higher education?

Those of us who spend our careers putting our hearts and souls into liberal education sometimes fail to realize that the most potent threat to the mission we love comes not from outside enemies but from the proponents of liberal education themselves. At universities that focus on the bottom line -- and what university these days does not? -- supporters of liberal education have been on the defensive for so long, they no longer know how to fight prevailing trends. They don't challenge the current orthodoxy that the modern university must go along to get along, especially in relation to marketplace practices and values. Their friends' support is only lukewarm, sometimes no more than lip service, and would vanish if liberal education became powerful enough to threaten others' resources.

The liberal-education rhetoric that developed in the last century is subtly and quietly accommodationist. Often, in fact, it is a rhetoric of silence. It implicitly concedes the strongest ground in any discussion of educational aims to faculty members from professional and preprofessional programs, who love to insist that students' progress should be measured exclusively by grades and skills, and who seem to believe that making lots of money is an imperative somehow woven into the fabric of the universe itself. Such people almost always talk in narrow, instrumental terms about what a student is to do, rather than talk in broad terms about who that student is to be.

The proper response is to point out that students' overriding concern with postgraduation employment is simply misguided. The real danger is not that students will miss out on a job, but that they will miss out on an education. In 35 years of teaching, I have never seen a student who really wanted a job fail to get one after graduation, regardless of his or her major. (The best predictor of students' future incomes is not their college major; it is their parents' incomes.) But I have seen many students fail to get an education because they were fixated on the fiction that one particular major or another held the magical key to financial success for the rest of their lives.

Students' overriding concern should be how to develop as fully as possible their basic human birthright: their powers of imagination, aesthetic responsiveness, introspection, language, rationality, moral and ethical reasoning, physical capacities, and so on. Those are the powers that students must cultivate if they wish to strive for excellence. Moreover, those are the powers that higher education is especially suited to help students hone.

But while many faculty members talk twaddle about accommodating liberal and vocational education -- by which they mean to "accommodate" liberal education all the way outside the city limits where it won't bother anyone -- we liberal educators too often make no response or, worse, make small, meek noises that suggest we will be content with any moldy corner in the university as long as we can, please heaven, just have that corner. I cannot remember the last time I heard any liberal educator bluntly and emphatically challenge the presumptions behind the preprofessional rhetoric of narrow utilitarianism, which always paints itself as simply being realistic (a rhetorical strategy that condescendingly marks liberal educators as people with no proper grasp of reality).

Accommodationist rhetoric began as a coping mechanism to allow liberal education to coexist with burgeoning professional and preprofessional programs. However, coping mechanisms that stay around too long run the risk of becoming dysfunctional. Liberal educators have tried immensely hard to avoid giving offense to the futurists and instrumentalists who increasingly control university programs today. And we have succeeded. We are nothing if not inoffensive. However, our rhetoric of accommodation also makes us seem irrelevant and hopelessly old-fashioned, like the crocheted doilies that my grandmothers placed on every armchair in their homes.

Liberal education should not be about going along to get along. It's not about a genteel frosting of humane learning -- like knowing that Bizet, despite composing Carmen, was French, not Spanish. It's not merely about being well rounded, whatever that cliche means, nor is it about being able to discuss a variety of entertaining topics at cocktail parties. Con men can be well rounded, and fools can be entertaining.

Liberal education is the pursuit of human excellence, not the pursuit of excellent salaries and excellent forms of polish and sophistication. Liberal education is not even about excellent intellectual achievements. Its goal is more ethical than intellectual: It focuses on the development of individuals as moral agents, and it teaches students how to reflect both analytically and evaluatively on the fact that the choices we make turn us into the persons we become.

If the enterprise I have just described is a luxury, then I cannot begin to define a necessity. What could be more necessary for any human being than learning how to claim, develop, enjoy, and put to public use the distinctive advantages of our nature -- to be able, first, to choose the kind of person that we turn out to be and, second, to influence the kinds of persons that others turn out to be? If liberal education is a luxury, then so is truth in a courtroom, love in marriage, or kindness in response to suffering.

I regret that I must contradict the young recruiter in my staff seminar. She was, after all, only reflecting accurately and conscientiously the views and pressures that she receives from her usual audience of prospective students and their parents. But challenging those views, no matter who expresses them, is crucial for liberal educators. No matter what career we choose, the single job that every human being has to work at is the job of deciding what kind of person he or she will become. That is a requirement grounded in the existential conditions of human life. What are discretionary are goals that have little to do with the pursuit of human excellence. And when those discretionary pursuits begin to define all of education, as they threaten to do in academe today, then true education becomes trivialized. Most of the professional and technical training that people need for their jobs actually takes place on the job, and valuing that training above education comes perilously close to making colleges and universities minor-league farm clubs for the world's corporations and bureaucracies.

Liberal education represents the last and best -- but least understood and least appreciated -- mechanism for achieving the fullest development of human potential. Today's universities too often pander to, rather than challenge, students' educational utilitarianism. But who is better equipped to help cure that problem than liberal educators? Surely we can make a strong case for liberal education instead of using accommodationist rhetoric that gives the store away before students have a chance to see what's on the shelves. Without our assistance, students may never understand that they get the profits from buying the wares of liberal education, and that those wares appreciate in value as students use them in a lifetime pursuit of human excellence.

Marshall Gregory is a professor of English, liberal education, and pedagogy at Butler University.

Quotes from Paulo

"One subverts democracy (even though one does this in the name of democracy) by making it irrational; by making it rigid in order "to defend it against totalitarian rigidity"; by making it hateful, when it can only develop in a context of love and respect for persons; by closing it, when it only lives in openness; by nourishing it with fear when it must be couragious; by making it an instrument of the powerful in the oppression of the weak; by militarizing it against the people; by alienating a nation in the name of democracy.

One defends democracy by leading it to the state Mannheim calls "militant democracy"- a democracy which does not fear the people, which suppress privilege, which can plan without becoming rigid, which defends itself without hate, which is nourished by a critical spirit rather than irrationality."

p.58; Paulo Freire, Education For Critical Conciousness, 1973.

The Tawantinsuyo Empire
Best time for spiritual people to travel South.

From: bruce mclendon
Sent: 11/30/2003 9:58 AM
Subject: Earth Changes

We all think the job is to big, that no one can affect change. The truth
is All does change, with every thought All changes especially when that
thought is aligned. Here is a glorious chance to help Humanity. Please
read this e-mail and act on it.
peace, joy, love, and light, Maco

The following is excerpted from the article "Message from the Mayan
Elders of the Eagle Clan, Guatemala, CA". The full text of which is
available on This portion of the article is of
particular importance because these elders wish to alert the world to
the significance of not only the present time, but specifically the
period of December 4-7 of this year. What follows is their request for
humanity to join together during this time in prayer and meditation in a
manner that relates to what they have outlined below. We have received
specific requests to distribute this information as widely as possible;
please help us with this purpose if you can. We have not previously
received a similar request:


Inside the charge of these cycles of changes, there are vortexes that
open up a space.

After the red planet distances its charge, there is a subtle convergence
between the cosmic and telluric forces, a time that lasts four days.
This openness gives us the opportunity to create the force and balance.
It is a sublime space that will allow us access to Jun'ab'ku, heart of
the heavens. This is a good time to ask for the internal strength,
strength for the community for the consciousness and to synthesis with
balance. This is the moment when the strength of all those beings of
light, are needed. If possible it is asked to fast, perhaps on fruit, to
remain abstinence for at least four days prior and to do ceremonies at
sunrise and sunset. It is important to work from sunup to sunset on both
the 4th and the 7th, because this is the opening and the closing. The
point or focus is to create the longing desire to awaken the south.
Beginning from the Sierra Nevada of Santa Marta, to the Amazons, to the
mountain range of the eternal snows of the Andes and carry that energy
to the most ancient mountains on this part of the world in Cordova
Argentina. The transcendence of this moment is of much importance for
beloved mother, PACHAMAMA. It is also the survival of this "fourth

The day of the 4th brings to us the energy of the Nawal Tzikin, the
great intermediary between the heaven and the earth. It is the messenger
and the eagle-quetzal-condor that will create the unity between the
north and the south. This will permit us willingly if we joined our
forces together throughout the continent and around the world to awaken
the Saq' Be, the white path. On this day we focus on the divine
messenger that carries our prayers, our feelings and the drumming of our
hearts. Let it be that on this day there is only
one heartbeat, one sound of drumming calling upon the four corners of
the universe and at last finding Great Spirit. In the north it is the
Eagle, in the center it is the Quetzal and in the north it is the
Condor, (the ancestral messengers between the human and the divine). So,
lets have just one heartbeat, one fire, a simple ceremony but very
majestic. Let's travel to the sacred places and reclaim the harmony.

The day of the 5th brings to us the energy of the Nawal Ajmak, the
keeper of the sin and forgiveness. This is a day to reflect upon our
lives, to be in silence and to go within, to look at the damage we may
have caused consciously or unconsciously, to forgive and be forgiven, to
forgive ourselves, but most of all to ask forgiveness for the damage we
have caused mother earth. We also need to ask for forgiveness for those
that destroy without conscience but
only for the madness or for riches. This is an internal ceremony we do.
The elders will be having their fires and ceremonies, but our connection
will be channeled towards the south to awaken the force and the return
of the wisdom of the condor. This is the moment of the return of the
kingdom of TIHUANTISUYO, the giant panther. As of now it is called the
kingdom of INCARI. As a day of duality, the energy gives way to balance
between the polarities, so this is what we need to focus on.

The day of the 6th brings us the energy of the Nawal Noj. This is the
keeper of the wisdom, the harmony, the balance and the understanding,
power of the mind and of the imagination. This is a day to use the
energy of the mind to create the power of balance. On this day we need
to practice internal peace as well as peace with the community. The
polarization based on the religious fundamentalist is reaching its
unsustainable limits and it depends on
beings that are committed to the essence of the real spirituality and
the survival of the human race and of mother earth, to help stop this
energy. Let's not forget that this thing we call reality is mental, the
"great illusion" and the one that commands this force is the Nawal Noj.
Ii is recommended to light white candles and to create chains of
meditation and raise our words to the
heart of the heavens and to the Great Spirit. We need to purify
internally and check our own existence so we can do away with that which
no longer serves us and to be free of antagonizing forces so can then
create the force that needs
to govern now which is harmony.

The day of the 7th brings us the energy of the Nawal Tijax. This day is
the culmination of this cycle that opens with the intermediary between
earth and the sky, followed by the forgiveness and the sin, then
followed by the purification of the mind (creator of all illusions),
well Tijax is the
double bladed knife, it is the energy that opens up dimensions and the
vortex on this day, creating a space extremely subtle and only
perceptive to sensitive spirits. To us humans it gives us the
opportunity to cut the negativity, to let go of that which holds us back
to the vain illusions, to open up our hearts, to awaken and be able to
create the balance between the polarities. We need to
ask for all the spiritual guides, so they can leave behind their
personal importance, so they may know how to guide us without
competition and to be united and so they may not forget they are not the
keepers of the truth. Each and every one of us brings a force and
internal power and that all the truths are part of one manifestation of
reality and this is how we'll be able to face the changes we are about
to encounter. This will allow us to reach the date of Dec. 21 2012 with
much harmony. This is the purpose of Tzacol, the planet on being alive,
to then transcend to the 5th Ajaw.

* seems like a biggy to me !
"     \ó


michaeLgraneY - 08:52am Nov 7, 2003

I had a converstaion with a friend in another program yesterday. Apparrently the faculty in this program normally direct the seminars where they feel it needs to go. this friend said that the whole class feels that the seminars go better, are more lively (while staying on topic) then when the faculty are present doing their "thing". It isn't the first time I have heard this. Thanks David, Raul and Gary.
Perhaps soem of you would care to share what you think about on this subject: seminars with or without faculty direction?
On a side note:
I come to class almost every day it is held and stay for 3 hours minimum. The reason is that the people in the class are fascinating, astute human beings with lots of valuable information for me to share IF I take the time to talk to them. It is hard to not simply be immeresed in my own work. I spent the last two years doing that. First in a program called Tragic Releif and later in 4 terms of independant study, internships and contracts. Frankly, I find that direly limiting. The amazing, powerful thing for me about this class is the people in it but if I don't show up I don't get it. I had a conversation yesterday with one of my peers that touched on where Pedagogy of the Oppressed overlaps at Evergreen and how our wonderfully "accepting of diversity" population here is so visually judgemental. That is to say hung up on appearances. It is something I have been aware of since I arrived and while she is not the first person to mention it to me but she was one of the more eloquent speakers to the topic. David R and I talked some about this a couple of weeks ago when I was the only one in the class and he pointed out that TESC is bigotted, classist and hypocritical. It was a relief to me to hear a person in his position say so as I have struggled with it since arriving here. I think that these conversations would be good to share with the class if people were interested. And these are simply two of many excellent discussions I have shared in at Recognition.
I read evrything that is being posted because people are sharing their work and ideas here. This way, when I meet and talk to them in class I have a basis for deepening dialogue. Anyway, I hope that this inspires more people to show up and share. Of course I understand that a lot of us have work that does not permit this but I sure love sharing with you all.

Sunday Class

Dear Yvonne, Gary and Raul,

I wanted to thank you for creating the opportunity to have such a great class today.  I feel so fortunate that classes are offered on the week-end. I get a lot out of the conversations that take place between us all, and I enjoy the face to face contact that computers can't provide.

I know that I will continue to process the facts and ideas that were shared in today's class for the next few weeks, and indeed, much longer.  Working towards that idea of synthesis, I think.

I hope my emotional outburst did not make you as uncomfortable as it made me.  I tend to be a bit more guarded with strong emotions, at least in a public setting!  Reading Zinn's book has really touched a nerve in me. He has written about things that I try to keep at a safe distance-knowledge through a veil.  Not because I don't want to know, but because, as I was expressing in class, I don't always know how to keep safe boundaries around so much pain.  I guess I'm going to have to work on that. 

Yvonne, I would love to talk with you more about "getting angry" or staying angry. I know it can fuel action, but it also takes a lot of energy.  How do you find the balance?

I look forward to seeing everyone again.


What is a university?

Hi Raul,
   Thought you could use this:  (coloration mine). If you'd "forward" it on to David, I would appreciate it.  Please put my address (email) in your book: 
   It could indeed quite easily be argued that the function of an institutional frame for professional training in the civil service is to preserve the institutional point of view, and to circumscribe the various actors within accepted, politically correct ideologies. If that was the case, the frame would limit thought and the various protagonists would be reduced to the state of executioners, at the beck and call of the employer ministry. Research in education, whether didactical or philosophical, would have no place in such an institute. That is why the university status of is so important. It is the assurance of the intellectual freedom of its lecturers, teacher-trainers and supervisors. A university is, by essence, a place of intellectual independence, as Pirsig wrote in 1974:

*The real University, which no legislature can dictate to and which can never be identified by any location of bricks or boards or glass ... The real University, he said, has no specific location. It owns no property, pays no salaries and receives no material dues. The real University is a state of mind. It is that great heritage of rational thought that has been brought down to us through the centuries and which does not exist at any specific location. ... The real University is nothing less than the continuing body of reason itself. (Pirsig, 1974, p. 153) [9]
Moegling, Karl W.


I am going to work on a project that I started this summer, basically I went to Cancun, México in sep. with the Animal Welfare Institution protesting the World Trade Organization and will be writing a few articles relating to my experiences, also I am currently editing two different videos on the marches and riots, showing the un-edited version of the video that I took on the local access television station, volunteering at my local highschool to do presentations on it, holding a benefit to make the community aware of what is going on and what they can do, working with EPIC, and a list full of other things. I will be occasionally signing up to do oral lectures for anyone who is interested in the WTO and also to show videos. If you have any further questions or suggestions please let me know.

Sincerely, Nate Ross


 I am writing you simply to thank you for going out of your way Thursday, helping me to enter your program.
 I am grateful...thank you!
 My email address is
Patricia Parsons


My name is Lora Barnett, I wasn't able to come to class today, and I was wondering when we were going to go over the web crossing in class? I have already registered but I wanted to have the lesson as well. Also the book that we are readibng was not available in the book store, I was wondering if I could have exact name so I could look for it other places.

Thank you

Lora Barnett

If you can't make it to week day classes

Hello all - I know that Reservation based students miss classes periodically for many different reasons.  I would like to offer an opportunity to those students to do work to make up for the classes they miss.   Many students in the Recognition program work and have difficulty attending class regularly so I am offering classes on some Sundays this quarter and probably the rest of the year.   Reservation based students are welcome to join Recognition students and the presenters I will be inviting.  Future workshop content will depend on the needs and interests of students who wish to participate.  For example, some Recognition students need Washington State or Northwest History credits to meet MIT prerequisites and they can be met this way.  The first workshops scheduled are:

        10-19 - Gary Peterson
        The Indian Way
        The language of oppression
        A river of culture
        NW history
        Video - "In the White Man's Image" (time permitting)

        11-2 - Terry Cross
        Cultural competence
        Maslow's Hierarchy of need

11-15 Waters of Culture at the LLC from 10 am to 5 pm (added)

        11-22- Sasha Harmon, author,"Indians in the Making" has been invited but won't be able to participate until winter quarter.  I am working on a story telling workshop   for this date. (Changed to: Curriculum Development presented by Magda Constantino, the same day, time and place).

The workshops will be from 10am to 3pm on Sundays.  I don't think any of these dates will conflict with RB weekends.  I hope this offer will be received in the good spirit in which it is intended.



i'm Nhan Nguyen, as i talked with you about the disadvantage of myself because of job involve, i couldn't attend to class regularly, but i will try to show up for the community beside doing my project.
As my concern about the seminar, could you show me how to contact with you to make a discussion online which to help me gain more knowledge for my project.
In my project, i would line to research on the culture perspective changing on the vietnamese and also look back to my country with the control of communist.
this is what i have so far for the project, please teach me more if you have any good idea. thank you

Nhan Nguyen
i will contact with you soon.have a good time Mr. Nakasone